When Education Becomes a Privilege Instead of a Right

When Education Becomes a Privilege Instead of a Right - By Jasmin

According to the first and second paragraphs of Article 26 of the Universal Declaration of Human Rights (UDHR) by the United Nations:

“Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.”

“Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.”

In theory, education is a free, fundamental human right, and everyone is entitled to it. But what does it look like in the real world, beyond the words of international law?

I live in Germany, a European country, where education appears very different from much of the world—but I recognize that I am speaking from a privileged perspective. In Germany, education is a child’s right, deeply anchored in the German constitution. Every child must attend school due to compulsory school attendance laws. The German constitution also states in the first paragraph of Article 7:

“Das gesamte Schulwesen steht unter der Aufsicht des Staates.”

This translates to: “The entire school system falls under the authority of the state.”

But how does this look in other countries worldwide?

According to the Education Index, the top five countries with the highest education scores are:

  • Australia

  • Iceland

  • Finland

  • New Zealand

  • Germany

Meanwhile, the five countries with the lowest education scores are:

  • Mali

  • Somalia

  • Niger

  • Chad

  • Djibouti

(Source: World Population Review)

There is a clear correlation between the quality of a country’s educational system and its economic status and overall well-being. Citizens of first-world countries are clearly more privileged than those in developing or third-world countries.

According to UNESCO, around 251 million children aged 6–17 worldwide have no access to education—129 million boys and 122 million girls. While many countries legally guarantee compulsory education, in practice, access often looks very different.

The gap also grows with education level. Boys from poor families often drop out to support their families, while girls face an even higher risk of leaving school to become child brides.

Some countries demonstrate stark inequality in education access. For instance, in Afghanistan, since the Taliban overthrew the government in 2021, girls are not allowed to continue their education beyond the 6th grade. Many continue studying in private schools, risking their safety daily.

In the real world, education both reinforces economic inequality and is shaped by it. If access depends on the wealth of a nation, can education truly be considered a right—even though Article 26 of the UDHR guarantees it?

This gap challenges global human rights and the United Nations’ commitment to universal education. It calls for responsibility beyond national borders. Leaders must do more to ensure that education is accessible, funded, and protected. Education must be treated as a right, not a privilege.


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